Resumen

SANDOVAL-CRUZ, Rosa Isela; REYES-CRUZ, María Del Rosario  y  VALDEZ-HERNANDEZ, Sandra. Pre-Service English teachers’ implicit theories of reading comprehension. Sinéctica [online]. 2023, n.61, e1543.  Epub 06-Feb-2024. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2023)0061-007.

Research on pre service teachers’ thinking about reading is relevant due to the reading comprehension problems in our country. Therefore, the aim of this paper is to describe the implicit theories of reading comprehension of a group of students enrolled in a BA program in English Language Teaching. The scale of implicit theories of reading comprehension was used with a quantitative, descriptive approach. Three implicit theories were identified: critical receptive, sourcing, and literary. most participants hold the critical receptive implicit theory, which focuses on ideological critique and inferring implicit messages. A smaller group holds the rhetorical implicit theory, which focuses on evaluating and contrasting sources and is highly functional for college reading. The literary implicit theory is held by a small minority. These findings suggest that pre-service teachers in the target context need better training in rhetorical and literary reading.

Palabras llave : implicit theories; readign comprehension; language teachers; pre-service teachers; Mexico.

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